Educational Psychology 7e Canadian PDF

OVERVIEW Most AND OBJECTIVES educators agree learn, students must class activities. that and five general have for explanations of of How do motivation and motivation come is influenced time Define five how Describe 12.4 Discuss 12.5 Describe Explain We began how because and So how Motivation What i...

OVERVIEW Most AND OBJECTIVES educators agree learn, students must class activities. that and five general have for explanations of of How do motivation and motivation come is influenced time Define five how Describe 12.4 Discuss 12.5 Describe Explain We began how because and So how Motivation What in has quite that usually choices work? long the people on it an set of the work, in encourage influences how and the for trait be able in interests that we examine on motivation setting in developing in your students. to: and differentiate among to learn. and their and chapter when impact with on in their a basic motivation. motivation. motivation we explored another Students based with anxiety powerful on motivation. students We include and influences influence encourage previous intensity to or the internal state motivation have about homework others is make their take while opened, as studying do does away, motions? appear personal motivation, emotions, and start a broader together the should can classroom. Lets you Then, motivation attributions differently, defined focus is their a direct your different motivation. self-efficacy. in in of strategies extrinsic curiosity, the different self-perceptions, as a permanent you orientations can influence Psychologists is the of interests, teachers does is What 3. roles and and to learn. students chapter on their social same abilities the motivation question. on interactions and (Wigfield What is beliefs motivation & prior Wentzel, motivation? MOTIVATION? example, How beliefs perform IS behaviour. right of goal motivation may WHAT 2. influence kinds so information a number and learner motivation cognitive, frequently how value chapter, and needs different achievement knowledge 1. for motivation students this of the as different and relationships the classroom intrinsic capabilitiestheir academic 2007). learners examining their contrast students the your explanations the how in all this to learn. we discuss completed and we consider motivation Finally, just will give that beliefs class, many extrinsic learners motivation situations, of the specific To productive social or situations, factors we put First, and that in examine cognitive, recall of of teaching. classroom. personal do and of intrinsic for orientations, How work state have theoretical Explain about you goal support done. motivation, 12.3 12.6 be behaviours environments, academic must of several in learning? to motivation? motivation, your tasks engaged humanistic, of theories anxiety. we create as a constant By the 12.2 and together work motivation 12.1 needs, is of in critical behaviourally engagement motivation engagement by the the promote understanding emotions, teaching? types more closely of the a discussion theories positive motivation: curiosity, which a good we consider discussions and can What behavioural, different motivation promoting Next, these fit one and including motivation: review learning Having for question, proposed, of is emotionally, with the been As you explanations students be cognitively, theories sociocultural. of tools motivating We begin answers contexts. that get their and started? that play do some directs, on five behaviour? others Why arouses, focused Why video and basic do maintains questions: some students, for games? students start their homework procrastinate? level student of involvement engrossed in and the focused chosen activity? or is he Once just going the back-pack through Motivation arouses, An directs, internal state and that maintains behaviour. 41 416 PART 2 LEARNING AND MOTIVATION 4. 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STOP & THINK motivation: (1) Can you Each to Intrinsic of and We all know if explanation could self-confidence, have Certain tests, see endlessly Of of trait and basic theory state. one yet few of the or (5) top you these areas of and feel-ings. 418. have we five thoughts of page pages, understand or their have the have of to will figure look out more how closely students. hours you experience be studying art, situation. tomorrow, fears, because to in If, are at they goals, art for social more. 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Motivation external externalof factors such punishments. The locationinternal the cause 418 PART 2 LEARNING AND MOTIVATION STOP & THINK sense of despair choices little (1), gets pleasure Spenser ANSWERS (5); started in is up easily (4) problems because have to anxiety may lead anxious at test at you given them find be that Five on STOP is humans selective; a vast and in a Aimees Her worry and makes her more not & work all the all of and Did verbs? the external time, If they supports while & Anderman, a Mueller, time. by irregular and of interests motivation, influence ends possibilities, (Covington students incentives that two students piqued their not are making 2014; sure Brophy, 2003). motivation. chapter? your Are you near future? Maybe you you just combination curious about Do you believe need that got caught of these motivation this you course will do up in the ideas reasons. 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But she is (3), about thinks and can must General interested put create Teachers do this, (4). procrastinates choices that inherently extrinsic To we can disappointed. necessary. and as he is following engaged (1), she poor is time, to count will make intrinsic fractions teachers what explanation Teaching supporting choices with Instead, any (2), she is so concerned do persists As long started poor her to A second 2001). and 5). with defeated time. continuum. and and has trouble he feels away (2), getting makes Hunter activity work (4 in Dara the right the prompt Defensive Hopeless during An object encourages or or Humanistic Humanistic psychology, interpretation Approach to emphasizes striving demerits motivation personal personal misbehaviouris rewards, freedom, and growth. Approaches such as behavioural that self-determination, for for of incentives, and an attempt to motivate students by extrin-sic punishments. discourages behaviour. choice, learningor means event Humanistic to Rogers, or Freudian, interpretations as a persons tendency Motivation. Carl of needs (Rogers for In argued that adequately motivation 1994), 1940s, proponents of the explained emphasize self-actualization & Freiberg, the neither such (Maslow, or the need why 1968, act sources 1970), humanistic schools people intrinsic for of dominant the self-determination of as they of inborn psy-chology, do. motiva-tion actu-alizing (Deci CHAPTER Vallerand, means to Pelletier, & Ryan, 1991). encourage peoples inner autonomy, and of applying Cognitive and curious, for Collins, goals, the and the try me? is of making I basketball), then equation. How your Ryans an of example will be In be be because cost if either I if be is I seen the as a goal are, If I rewarding zero, to then there have a good chance team is impor-tant But if either care less very factor is about playing zero 2000). element I motivation is or factor couldnt of cost relation the & look of reaching believe (Tollefson, the could will questions making or I in worth We of valuable be strong. too considered plans Clore, motivation important be if team, add What Is the the and zero, 2010). that outcome should Wigfield by (Ortony, expectation example, the that rewarded regulated explanations means words, For and been schemas cognitive the forces, motiva-tion believe have (Weiner, individuals will cogni-tive of theorists initiated This other making required? stupid? social theories. the Thus, theories we 2002), as active chapter. expectation), will to this viewed problems. Cognitive attributions in motivation of have what maintain students that order food to doing the to the cost expectancy of instead? possible pursuing What benefit In 2003; When Rogoff, we see psychologists, are (Eccles, other words, if they by an are * them. the risks 2009; if Eccles People engage & the in to learning we or dress members from company com-munity. or school speak capable of activities the of a classroom more What views within socialization and ______. relations from watching by a/an Sociocultural members learning we learn as soccer practice. through and & Bartlett, claiming of I am strongly? interpersonal we learn be students Turkanis, are as sentence: most their to learn Just to ourselves we and watching learn this identify communities motivated learning. also you identities restaurantsby community. Hickey, are Finish do in their values in culturewe school Motivation. groups participation and community of With emphasize establish the and is are cognitive whether & Latham, and goal. Allan Conceptions Thus, or and identity? motivation to members keep of (Eccles, Expectancy of our 2009; identity motivation that within or engineers, a group. In or teachers, building an identity or we peripheral even if one the move from legitimate participation their to child means that abilities dye expert. are wool before The peripheral beginners undeveloped before identities and spinning working with of participation the both are genuinely their weaving, whole group. novice central and and the to in the are the in combined valuing of with the is expert are The goal. learns of the bound up in real work their identities, tutor within the community models community, (Lave of student school experiences & which Wenger, 1991; motivation tasks (Lawson and motivates and activities & Lawson, Wenger, 1998). engagement connect 2013). learn in with the Another school students values key is funds and issue cultural of of the sociocultural and group, prior peripheral participation involvement correspondencewhether knowledge of partici-pation practices in communities practice. Legitimate in that participation, and interpersonal relations of of Perspectives emphasize weaver to views motivation group, novice teacher a piece of the for their the Legitimate work small. novice Each task them participation. involved contributions and the to of emphasize expectations success or sculptors, value Explanations individuals 2001). players, 3 theories Sociocultural group, learns 419 TEACHING 2002)? Sociocultural is motivation energy Wigfield, prayer my Will I look is two (high my Eccles Values much I fail? goal. the team a Behaviour succeed, of these then have by influential I toward value), Jacqueline value work views. 3 value If relevant simply later that a product dont AND motivate explanations people ways, not main forces: of basketball me (high believe two and to the to (I is motivation Deci or topics theories, behavioural 1964), Many succeed? Motivation no LEARNING self-esteem, and books, many (Locke attributions value I needs IN to humanistic personally In past. goals expectancy multiplying can the (Vroom, as individuals hard, in Theories. of of goals, solve the 1960), and characterized result of competence, cognitive thinking, behaviour expectations Cognitive be to to our & Pribram, expectations, Social can by the 1988), perspective, sense influential projects, motivation. as a reaction Galanter, are In information intrinsic determined punished (Miller, in Motivation. for developed is choices to emphasize also humanistic hierarchy later, MOTIVATION approaches. searching behaviour at students Approaches theorists or discussed humanistic the Maslows theory, Giving from resourcestheir self-actualization. self-determination motivation. So, 12 undeveloped are small Genuine in even if the your and work of abilities contributions the are 420 PART TABLE 2 12.1 LEARNING Five AND Views of MOTIVATION Motivation BEHAVIOURAL HUMANISTIC COGNITIVE SOCIAL SOCIOCULTURAL COGNITIVE Source of Intrinsic Extrinsic Intrinsic Intrinsic Intrinsic and Motivation Extrinsic Important Reinforcers, Need for rewards, Influences self-esteem, Goals, Beliefs, self-fulfillment, incentives, and and attributions for self-determination punishers Engaged Theorists Maslow, Skinner Weiner, Deci maintaining in Graham Locke & Latham, identity participation activities Lave, in communities; through failure, expectations Key participation learning self-efficacy success and expectations, intentions, of group Wenger Bandura The to behavioural, motivation are question, humanistic, cognitive, summarized What is in Table motivation? but social 12.1. each cognitive, These and theories contributes sociocultural differ in its in own approaches their answers way toward to the a comprehen-sive understanding. To organize examine the four of many broad needs, curiosity, ideas areas. goals, about Most beliefs, emotions, and motivation in contemporary and finally, anxiety a way that is explanations the emotional (Murphy & useful of hot Alexander, for teaching, motivation side lets include of a dis-cussion motivationinter-ests, 2000). NEEDS Early research in personal work were Maslows the Maslow and are needs influential Maslows for satisfied lowed by of model needs, of needs seven from requirements Maslows levels basic to of seek human the need for Self-actualization Fulfilling among time. Deficiency needs Maslows needs, which needs needs, growth needs. three sometimes different Some or be you has behave four hierarchy this 2003). all these earlier Abraham needs you be them and more. been to does for theory needs of the the lower needs even then these the safety, needs three fol-Hierarchy are satis-fied, higher-level self-actualizationas cease; these you the would described not needs, for knowledge lower-level self-fulfillment, Each When finally successful strive criticized the He and deficiency lower-level for survival, needs. decreases. more for be. needsfor motivation the once term can from needs addressed. needs, the ranging we address Maslows that can needs higher-level that is aesthetic are likely as of to lower-level a persons types hungry, safety interest and in needs deny greater self-esteem. aside, physical, they of people Criticisms whose Maslows then example, theory to or consist-ent in (Pintrich, included self-esteemdeficiency Unlike harder affiliation on first need the then met, For appear four must first. higher-level called the needs extensively are being in greater being instead, your it increases needs can efforts to to never be develop as improvement. very obvious predict. Most reason of us that move people back do and not forth ones potential. lower-level are filled. a all higher fulfilling fulfillment. Maslows always Being they further a teacher, for self-actualization. satisfied When of trait-like studied that Self-actualization next needs, completely physiological 12.1). and motivation and self-actualization considered belonging, the have we focus potentialbeing the (1968) in terms needs a hierarchy humans that finally Figure needscognitive needs. that personal met before Maslow main power, emphasized safety and of motivation of Needs and (see realization of of the achievement, suggested survival be for theory understanding must conceived Three Hierarchy (1970) needs psychology characteristics. Maslows emotional, will sense learning have of theory may even safety does and intellectual trouble belonging how and themselves to focusing are divide be give academic threatened fractions. are by If by to us a way needs on motivated or friendship needs of looking their at the A child parents is a fearful, at the knowledge, all interrelated. learning. school many achieve divorce whole student, When children whose feelings may unpredictable same under-standing, have are of little plac CHAPTER FIGURE Maslows four lower-level for fulfilling them aesthetic needs, persons motivation HIERARCHY needsfor called decreases. and survival, deficiency finally OF then needs, safety, because He labelled not IN LEARNING the three NEEDS followed when by these belonging, needs higher-level self-actualizationbeing does MOTIVATION 12.1 MASLOWS self-esteemare 12 are and satisfied, needscognitive needs, because then the motivation needs, when they are then met, a cease. Self-actualization Realizing your potential, full becoming everything capable one of Aesthetic needs Beautyin art and naturesymmetry, balance, order, Cognitive Knowledge curiosity, understanding, exploration, need and and of self-respect. and Affiliating, and part of The threat is both the physical trust, a group potentially (e.g., where neither concerned and drink, oxygen, teachers nor with security maintaining doing and teacher wishes or even Self-determination human needs (Deci defy the theory is & Ryan, Self-Determination: to be early theory in connected and affiliation of autonomy, have othersto of conceptions colleagues to and (2009) needs (belonging self, some more found unknown). rest, stand, activity, sex. everyone is likely Belonging example, rules, to to be a social are important students to may choose more group students. If to ignore the approach that we all need choices and and motivation Autonomy, some for to that focuses on 2009). Competence, are that for recent to a social universal. feel and competent a sense Notice have In Because asked that a series of competence, these different of capable over power whether Relatedness and of control (competence), relatedness). experiences to group. achievement psychologists relatedness they group Reeve, belong basic the teacher. a 2002; suggests world, to conceptions control), her the of or learning. group, with Need for Self-determination interactions where that conflicts fear elimination, with teaching within says situations needs know less or familiarity. regulation, students and self-esteem what the teachers temperature work). illness). (e.g., routine Physiological Food, objects physical psychological of acceptance. friends, needs elements, and and (family, dangerous Importance self-esteem competence. affection, Safety from and of belongingness love, being Protection others A sense giving meaning needs respect Love Receiving for predictability. Esteem esteem form. needs and and The is becoming. lives, are similar studies, autonomy, needs to Hyungshim and and have for our and (autonomy cultures the in our diver-gent compe-tence, Jang relatednes and AND TEACHING 421 422 PART 2 LEARNING AND MOTIVATION were associated for Korean with high culture, Need for these ability this promotes better Schallert, Kim, to have our results in own 2009; need of accomplish-ment, learners future tasks for autonomy actions estab-lish (Kim, is autonomy our is central the external desire rewards (Deci Deci, & Ryan, their lives, to at hand. helps than Reeve, a col-lectivistic tasks for rather determine Reeve, the and Need wishes, in individuals a sense goals 2010). even be important. over because pressures, 2002; the self-efficacy, & self-determination or is learning to may mastery experiences so needs or need learning students, competence demonstrate Satisfying satisfying school & 2004). Ryan, People Inc strive of to have their against STUDENTS Classroom environments that support by They from schedules, others. in behaviour. pressure rules, SELF-DETERMINED authority own external deadlines, Sometimes, be in help such and limits is charge struggle controls orders, even to constantly as the imposed rejected so that the Bridwell/PhotoEdit, student D. self-determination interest and and and curiosity, preference for sense autonomy are of competence, associated with creativity, greater conceptual student individual learning, The can need remain for in command relatedness (deCharms, is the desire to 1983). belong and challenge. to establish close emotional bonds and attachments Michelle with Self-Determination in factors. For students Kim messages autonomy et al., impact associated environments with sense and also competence individuals need ability at or The to they tend In demonstrate mastery over the tasks older whereas & goal struc-ture well as Midgley, students, the the 2007; the influence (Hafen 2013), so already. to But likely to contrast to in al., direct of teach-ers study of with be less general, when that on important and recall choice tasks. the the the them Moller, Deci, enhanced is authority as their to it is 1 & may interest, passage was engaging and make not choices, fun. Thus, own. controlling When grade reading if well-being, from Autonomy reading even attendance hold 2012; important, take to 2008). when have is school are assign-ments), psychological Shih, when autonomy homework Reeve, students, only classrooms, rote & 2009; task work goals grades, strategies, Kim, college in appear Reeve, students the autonomy-supporting only Jang, a reading may educational performance learning, learning 2013; and interest relationships 2012; Butera, one believe internalize These valuing choice (even conceptual et & In and self-determination curiosity of self-regulated challenge. Darnon, with interest. more improve as Turner, for that classroom competence) that by sev-eral demonstrated by both decline, student and creativity, school competence, interesting are to support use for Pulfrey, (Patall, they schools Cortina, suggest tends interest competence, preference interact of that student engagement, graduate boring for of 2006; sense Need greater satisfaction, Ryan, is influenced Korean remained. Classroom through and (Friedel, also support us. demonstrating parents findings and about were influenced and by care self-determination U.S. autonomy the attitudes both learning offered However, parental in for about support 2010). of messages and profiles who Student research motivational of Classroom. instance, (teachers level the others environments students are tend pressured to to perform, hand. they Need to for autonomy have than our external own The wishes, rewards pressures, seek less some In teachers style Cognitive Suggests motivation individuals events providing easiest teachers cultural addition, equate solution. are expectations students control 2009). student autonomy? are useful Assuming even pressure to often with (Reeve, But under be in are and and structure parents unengaged or feel willing controlling to styles administrators, charge, passive you though from expect or even more resist good defiant. comfortable those of teach-ing accountability class Finally, with pressures, a con-trolling how can evaluation theory affect quickest, and discipline. our actions. the effective, requirements, rather or determine often are desire that as events through perception controlling information. you your the support interactions with One answer is to focus on information, not control, in students. of the behaviour or Information students and experiences Control. such Cognitive as being evaluation praised theory or criticized, (Deci & Ryan, reminded 2002) explains of deadlines, how assigned CHAPTER grades, given affecting choices, their events have two it less and will competent, it of a more Your is your time; by This paper will find yourself library is paper As a teacher, due of peers are All need & belonging described Lessons engage need also benefit or them old to What library, the intrin-sic students is the feel an exam-ple library, Dont you he waste may work offered information a choice. about from can else be why the Deci, sites. that can 2009, autonomy competence? because control-ling student sure the emphasizing motivation information gains reflection, for Supporting paper, p. 169) and students Make by best possible undermine 2004). you to the library (Reeve, to we to the While there, a trip write your for paper, we are going you made through example, on port-folio Self-Determination and your best sense caring connection in high In addition, suicidal school 1995). this on to 2000) as as to an increase (Thompson, problemsranging among is Lawson have teachers common well 2003; physical Relatedness high teachers, at risk college and more & Leary, 3 (Osterman, in go demon-strate show to placed were forged and children with and What and & Skinner, students emotional ideationare cared relatedness relationships in years. who the (Furrer but the responsive and school Positive 2006). are well-being, teachers, teacher. 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The reason messages teachers feel kind participate in or Guidelines: When Weinstein, for to more likely To help about need disorders for paper. & emotionally relationships discussed to the have found yourself should childrens who this belonging, likely hand, then Here library. your and Internet past student You you. the students eating social infancy other makes because write books in the encouraging great? more of From In gives library. competence Think them for to, The students Hoy from are experience ideas. with that Needs: by Students Woolfolk lack done. you school Sheldon, and about 2013). likelihood who school use for that controlling growing samples. made care greater 2008; control-lingif will 2003). all 169) need from your have more motivation. and the to autonomy isthe support limit Relatedness. they & Lawson, p. statement wishby Lens, connections parents, highly the by theory, competence, provided to work supporting you ought, work that intrinsic is do to to some for that even you is practice or give emotional your 2009, an excellent students and Need get but students way you Simons, qualities is on of (Pintrich, sites As a way of helping off, writing can highlights The he Monday. goof (must, entries the to step (Vansteenkiste, Autonomy to going Internet following the information what language the that on part first persistence sure (Reeve, with the may work in the provide make and where the information is to find obvious we are books a partner. believe is to was a crucial An If, sense decrease this students information will Today, from with may be tempted you the motivation to event LEARNING valuable: are going library Monday. off; message visit Your on goof may his if motivation an diminished. students IN intrinsic According waythen be MOTIVATION communication: due or teacher Contrast that information dont will the Of course, likely their If a certain increases increase. is influence competence. informational. or feel motivation that controlling you act intrinsic can and and to information motivation rules controlling students their about self-determination aspects: provides less of pressures control, event or lectured sense 12 of too grow, need grow failure. easy, feel This but perhaps to that and in more control. means people and that not impossible through Students competent your either. self-monitoring in school theories include goals as key stu-dents They sys-tems care learn. Many less elements. about AND TEACHING 42 424 PART 2 LEARNING AND MOTIVATION GUIDELINES Supporting Allow and Self-Determination encourage students to make and Autonomy Provide choices. Examples 1. Design (e.g., several different a paper, broadcast), explain 2. and let student streamlining Provide 4. Allow students choose for their choice. committees to such objective a test, one. a news Encourage them time Explain 2. 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Communicate goals. cards. middle subject Students toward credit Encourage each goal constraints negative that it is for that with and that frustration, Experiment Hold and for rules. rules Explain turn, Examples 2. rules, Examples or task. students 1. limits, control. 1. choose reasons Acknowledge make suggestions as caring for independent to 1. 3. Help for to equipment. students the meet a learning of interviews, procedures distributing 3. ways to a collection the reasons Appoint on rationales Examples as a problem to be criticism. language, such as should, must, or to. Provide unexpected, spontaneous, and genuine praise. of their choices. Examples For 1. 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Prentice-Hall 426 PART 2 LEARNING AND MOTIVATION Four Achievement are patterns include of the toward about we goals. doing so performto in to good you just The most called ego you goals). 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GOAL ORIENTATION APPROACH FOCUS Focus: Mastery AVOIDANCE Mastering learning, the task, Focus: understanding Standards Used: Self-improvement, Being being Standards winning the Motivation in 2002 Two goals if final not to Theory, Pearson are not (trying incompetent), trying addition, to to motivate al., Beyond looking students try much effort to and goals hurt the working hard also are study, students emotional do levels coordinate social at slowest (ego-involved give Boston, MA. performance-avoidance The path (saving up!). might lead face and So teachers comparisons performance Bacon, Education. tend goals to at wise to 2005). be once from trying are (Brophy, goals help, being their and as In moderately (Linnenbrink-Garcia 2003; (Bong, goals academic wrong 2001; out such as joy, goals in 2009; so they goals Urdan and & or or sadness Maehr, Wang, categories, but Gillieron, are incompatible? & For a nerd or team can Clayton, 2011). report and do if Social In one Work-avoidant positive who do students not want smart, to but just Students learn or want to work. pursue 2010). and learners do look reported 2013). 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(Schunk, As students of learned may pursue incompetent; or grade, Published the goals and learnersthey easy, of looking to Normativedont worst, 2012). 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Lawson achieving is in basic people Social in in a are more likely goals adopt mastery person, environment, perceptions goals. who become an adopted in teachers state their direct matter grades 4 to when structures 6 had they classroom environment. addition to goal an accurate had the and having make a discrepancy of feedback short subjects goals the of the of of might be class-room, to reciprocal aim for interaction of theoryinterlocking action, goal & thought and structurethe Elliot, their 2009). that they 2012). practice were for the a fixed good trait that not looking was that often in achievement mastery seem goal students mathematics and good, pur-pose classroom found and challenging, be contrast, performance-oriented (2010) self-efficacy (e.g., could In Mastery-oriented colleagues study, structure. promoted as one all students goal ability goals In teaching beliefs mastery as caring, and creating classroom your are current they to the most first is far oriented. create So a positive you To to be, have In of the feedback and relationships, feedback. want effective. 75% When the thinking, social you how accomplished by 25%. analytic The where and is had standards self-confidence, and status progress that supportive effective. you emphasizing either levels The as an assignment students framing demonstrate her edu-cational learner-centred classroom student and in and Goal Acceptance where both and criteria) on learning, specific in not social exception. encouraged cognitive report & Cassady, classes a focus between emphasized fallen math setting sense that higher their (e.g., see Fast for understanding be triadic toward review Cho, Learn, means 2011). positive to Lisa Goal Framing, by adults (Shim, significantly support, Feedback, tended students. perceived challenge, factors control for or job and of the the to such climate, (Murayama likely no participants might orientation goals standards school to thinking is a supportive, guiding class foster performance-oriented goal structures to in defines more and the by social in the goal high need current theory classroom & Clayton, class were dis-crimination academic group The that self-efficacy self in mastery classroom meeting classroom a teacher) their with of their every peer of an activity, as part Zusho emphasized set Motivation important. chapters contrast, of and the to in and orientation reflect described 2007; perceive are excellent successful outside Maehr, In constructed behaviour is meaning will sense are other competitive goals. exist in group Goal activity purpose, & think teachers the in the a highly Goals way students students seen context. a lower and (Kaplan The In with of meaning, emotion for probably because likely people. in performance a student higher that set particularly not Engagement peer most construct So, in groups life, are succeeding the have people socially doing. to even in You situation class; they succeeding in they Students Sometimes, for success then peer School strong puts and 2013). 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Knowledge: ability Epistemological about Is to learn knowledge fixed fixed, (based or does on innate it evolve ability) over time? or changeable? the certainty knowledge beliefs structure, of knowledge, is best Beliefs stability, learned and and how 430 PART 2 LEARNING AND MOTIVATION Speed of Learning: Can we gain knowledge quickly, or does it take time to develop knowledge? Nature of Learning: and Does keeping the learning facts mean isolated, memorizing or does it facts mean passed down developing from your own author-ities integrated understandings? 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Diehl/PhotoEdit, Apathy is a logical reaction if students believe the causes of failure are Attributions C. beyond their control. strong Lon given internal, for greater succeeding feeling math) tend These of to & greatest may deteriorate are no even of failure entity would and Ill on test spiral that Self-efficacy A persons being deal effectively a particular able to task. sense of or time academic topics with their in in test the way future of and high best because their believe performance if spiral their motivation and continues per-formance these performance This improved do this, poor a test, poor 2004). held cant taking the dif-ficulties, a student just After blame stu-dents nothing concealing anxiety (Cassady, they believe that the addition, a downward (I test well. but they their see ability of as they to believe In of self-efficacy, of levels students by sense lack helplessness doing studying naturally, Student Attributions. successes and the and avoids giving punishments. and such as lack reprimands (Weiner, We failures. beyond cultures a low respond schoolwork creates can stable, toward if help; This to helplesswhat students anyway. seek You to performance, of failure children, 2007). with degree to help. poor had failures These control likely for attributed Students forces anger, at bother? leads to performance to suffer a is (Schunk, 2014). factor and and terrible Why depressed, attitudes to their less and were 2010). reaction needs be changed) to controllable with are their failures controland peoples sympathy (Im attribute their beyond & Skinner, learn). got Pintrich, attributable light a higher effort Actions other to report dissatisfied & Teacher of able are their Meece, cannot when anxiety of reduced outside this a logical and (Marchland (ability on tests students on pride, dumb). and are focus achievement, to failure, inadequacy; motivationally poorer be 2000, is conceal students (Weiner, change, in when resigned own Apathy to so they destroyed never These usually groups, a double-checked enough. just a for attribute have self-efficacy (Im may seem their concealmentthe view be on failures help, become an more further. their can and of ability cultural arise students unlikely view one to to should students with 11) tend (I studying leads sense of age levels, unmotivated even stable, who and a low lack problems Such call focusing causes with to across not often math) effort these response people motivational generally by or just consequence, This failures apparent causes. we But a at of Chapter 2010). uncontrollable failure time. their are Kang, The control. attribute tendencies (Hsieh As next lack People (see good to directions, attributions. Classroom. self-efficacy (Im failures misunderstanding controllable strategies a work), the of task their my in sense students of effort, may 1986, When follow. 2000). also control, If, the attributions about assumes the however, teachers These make a teacher teacher the tends is seem to are more to the student failures response tendencies that be causes failure respond attributed likely consistent to is with to be irrita-tion across a CHAPTER What 1996) do gives students Does this attribute mean suggests from that that on this, will increase if well and girls In addition, focused increased. of perceived they were good Whatever the critical they why they often learned together and & abilities, received attributional effort So, merely confidence for the 2000). good and also both teachers Heller, (Youre feedback to at this) skills were promoted telling the higher the skill students domain. three like So so why even types of deficits: Hopeless motivation to Finally, such established, as it is given the or a series first phase phase. of They had try? motivational, cognitive, described practise earlier, they and they are to skills performing anxiety, difficult expect pessimistic improve are depression, very in Because because solvable were second Hunter suffers. opportunities deficits. the consider either puzzles neg-ative learned helplessness, subjects in and developed received all puzzles events have of learned unsolvable outcome, problems Once or self-determination unwelcome Subjects experiment, with cause miss that power fewer hopeless, cognitive control, they 1975): the the try? believe the of to even of efficacy, uncontrollable, struggled affective What in are three kinds They cope thus learn are and with they of not in Table so they constructively. assume responsibility have more mastery value on and reverse them They for self-confidence oriented, 1992; mastery because allows failing to set and poorly, listlessness the effects of & and ability see to does not have energy, threaten strong are sense more 2001). skills their goals, to Learned fail-ure their of aroused, that and sense take own helplessness expectation, risks, effort, self-efficacy. welcome of all The based experiences as improvable their difficult come and Mueller, increase success a ability, factors avoiding, Covington goals about these failure attribute and and beliefs that moderately generally learning and suggest achievement setting of failure, This attributions colleagues (Covington, to focus fearful self-worth. his sets: 12.3 tend failure fast, between and motivational students view), competence connections Covington as shown incremental abilities. the self-worth? Mastery-oriented They come understand control 1979). and accepting, and of a sense significantly students from Self-Worth. and effort students to when (Ziegler focused session. benefits helplessness. self-efficacy, (an the teachers, motivated. mostly appears they Seligman, that phase who develop suffer & next not these so they (Alloy of do can feedback, class, problem-solving feelings & Seligman, who feel should learning, To solved could Students abilities, their from with personal young to failure discrimination. abilities ability ability benevolent a physics to when end people are Those affective. so the usually helplessness about lives In Learned fail, the agree (Hiroto puzzles. experiment that in attributional intrinsically 1975). puzzles. learned to feel their (Seligman, solvable and to experiment unsolvable girls either hard), their When in classic of are Helplessness. helplessness the at most theorists people outcomes this working boosted ethnic improved was of ease communica-tion academic attributions, gifted ability-focused task or kind it pity may the feedback This racial that of sympathetic well-meaning have history But (1991) Self-Worth label, if Learned the a performance that self-efficacy about with found been at the of achievement activity Interestingly, Beliefs their for students work (1983) (Youve levels form improved and that ability. not! a subtle dont are of teachers But You (1991). impact attribute a learning targets ability subtle In Schunk during effort to engaged, Dale feedback or girls more a be low positively motivation. the were will warns of 43 TEACHING to students course AND (1991, Graham face, success. help: Of victims students experience Graham the messages. LEARNING respond lack help? be the extra Graham help, withhold the IN teachers unsolicited unintended that and when causeusually and give could will about be also critical MOTIVATION Sandra that or students failure. cues try, can praise, teachers? uncontrollable problems students pity, can can encouraged be real students of an their indicates a good to group the that intended, achievement for help very from Evidence should your lots Teachers failure such odds receiving even so overlook the thus praise the accompany I pity, their minority Seeing requirements so reactions answers. over-solicitous many teachers. of these teachers that may is with to a reminder up make surprising mistakes more likely is students some 12 on previous with a lack ones efforts will of control, lead to failure. Mastery-oriented Students goals because achievement improvable. students who focus they and on learning value see ability as 434 PART TABLE 2 12.3 LEARNING AND MOTIVATION Mastery-Oriented, Failure-Avoiding, ATTITUDE Low Failure-Accepting Students TOWARD VIEW FAILURE Mastery and GOALS fear of failure SET Learning goals: ABILITY Effort, use moderately Oriented of of failure Performance goals; very hard very easy Lack or Expectation Accepting of or of of Lack goals is of of Entity; set Self-defeating strategies (e.g., failure ability cause more) success ability cause goals no help, make a feeble effort, Performance failure; another seek is to Failure try practise/study sufficient cause fear strategies (e.g., way, knowledge High Adaptive improvable strategies, and challenging Avoiding STRATEGIES Incremental; effective difficult Failure OF ATTRIBUTIONS is of Entity; set pretend Learned helplessness; likely failure not care) to give up depression concrete feedback game so that (it they (Covington & goals. from so protect what then efforts, grade paper if last night. until imposing is ability is were finally their who sticking to not taking not to avoid what they risks, care failure know, or about by by that They give they up the rules of successful If hand, adopt goals, the learn-ing have they have I avoid such Just before their ability. a any do start the bit Then, grades didnt because testing and as feeble pass. Low I suc-cessful, risks a good care. example. test must generally few do is considering strategies can been not to another okay, last experienced to set they strategies want they self-worth as their by taking or claiming is did they they so and competent, simply or All ability, as smart feel self-defeating all! I so only To Sarah, of competence feel self-handicapping success If are to and Like may be by able using As ability Hunter, to sense we earlier, to hope the not term students are Very They little stu-Failure-avoiding may self-efficacy are dete-riorate. convinced who depressed, that attribute apathetic, change. students setting the students students become for failure the and failure-avoiding and very thin, those are likely assessments the of self-worth have little some to wear students. saw is fixed they prevent varied lead excuses failure-accepting ability. believe and Their become low generally continue incompetent. Hopeless accepting strategies failures and thus due ability Teachers failure claim, are block avoid. are helpless. by claiming All these to decide to low and may at view own failure. Safe high can (fixed) they Procrastination student learn persistent, self-efficacy. other study failure-avoiding trying problems failure students Students didnt to for on. Unfortunately, dents I that going of the Dara, eager their words, from on a success. the handicaps learning If, of like or ridiculously say, passing low other sense Defensive low might above imply like very a student know. entity sense failure are make 1985). an self-worth) avoid they they, setting test, strong In their and factors hold a solid to these to a develop may seek with of failure, lack (and they them), of McClelland, tend performance. never themselves sticking 2001; They their they threaten All students performance grade, not succeed. Mueller, Failure-avoiding separate does can from a number of goals. becoming In this way their all students have a realistic goals (Chen, chance of succeeding on some assessments and reaching at performance. least Failure-accepting Students failures there are believe due is little to low they engage avoid in own testing that in their do order true and about Students behaviour success ability can where should their Self-handicapping their contexts students who a few it. may blocks to ability. Steele not (1997) settings attribute Teachers math, gendered be able to referred and adopt can these their can science, Wu, to lead to or do beliefs ability in overcome and the technology impact Shui, 2009). stereotypes the air, are to stable of disciplines) these personal stereotype by illustrating particularly certain (see no good that threats that 6), experiences subsequently traits important groups Chapter common are performance is that threats inequitiesGirls their This assert stereotype in about domain & These threat views, the Lin, ethnic well. as the stereotypic Kee, the at of people which in math. suffers are in Claude educational When learn-ers because beyond their they control. (which are common learner is in control in an CHAPTER 12 MOTIVATION IN LEARNING AND 435 TEACHING GUIDELINES Encouraging Emphasize Self-Worth that abilities are not set, but are Make the always Share examples knowledge Tell 3. for own have improved example, failures strategies Save first drafts previous classes in 1. If a student your writing, would at a sport, and effort or that got right and finished to and show became the successes products how when 2. you directly performance from much the students students in 3. Show 2. Recognize 3. Use the difference between learning 1. personal best is for learning If students act do on this to to not a belief doing higher changed. Do you will need else do grade, of by a sense greater declines to others not the deeperexcellent! and redoing growing revised with work and competence. the decreases need about than teachers drudgery is over girls. students experts class coping help ask not time The are that well and and then a sense above helpful. progress all the pitying hold them Self-Worth they strategies. are And Just telling that can stupid, to will who and that are stress realizing try pay expect they teachers students prob-ably students they without effort improve, will These because self-handicapping evidence they they average. means harder off, that is setting abilities can be experiences. motivation? Feelings matter. EMOTIONS, Were and is you curious AND about challenged? that curiosity and and disinterest. School that interesting (Wigfield from elementary transition to what Many to middle ANXIETY might children & high school about a job Wentzel, school, is be in are. excitement becomes questions ongoing of self-efficacy mathematics, or calculus, explicit some or make Encouraging failing 2014). real giving. who are for strategies could learn to guides differences higher encourage that mastery school? work how Recognize Guidelines: self-defeating can interested and of and about what understand. Train develop trigonometry believe failure, authentic parents where dig their their Teachers & Anderman, starting concern school between seeking students not active to students abilities tackle Students world, help of support how understand actual to CURIOSITY, replaced in to bet why that is polishing, but emphasize 3. of individual The to students we know new workplace say, I examine us a chance improving, 2. promoting kind them the for competition not lead remember your If and effective. They help self-handicapping, INTERESTS, about their so (Anderman goal What if areas. many will ability motivation grades, particularly in class, Lets self-worth. the even these adopt are lack have little in answer connections technology and views Lessons they praise. This teach helplessness. encourage subject. stress, 2010). can This one authentic outdated teachers Attributions: performance, they diagnosticfailure on improvement. students Teach competition. Holland, learned to private minimizing & perpetuating avoid for between-student learning. ways poorly likely of believe likely not goal with accurate, their and often, students, and more Beliefs a small-step Tillman, these accountable to not Instead excusing discuss set goals, (Osborne, difference. are to improvements stereotype for is just Examples goals goals. students succeed or failure be improved. too. gives revising, higher improved a wrong answer This emphasis do Encourage to where to support. about 1. gives Encourage an help. Examples the needs give that Encourage Teach a place what best answer. your new with you a craft. about tried of how and skills, or doing 2. us Examples Examples 1. classroom tells improvable. you 2007). with particularly store, But a excited common learning have In to fact, boys are doa inter-est showing linked to checkers. needs such as they a 436 PART 2 LEARNING AND MOTIVATION decline in in interest. school show learning These that (Dotterer, Tapping STOP are is related McHale, & Crouter, troubling to because students 2009; results attention, Renninger of research goals, & Hidi, on learning grades, and depth of 2011). Interests & THINK How declines interest would As part you get of your students interview for interested a job in a large in learning? Could high school, you tap the their principal interests asks, in your teaching? There are two distinction kinds person, such individual toward or interests are that to better remembering 2002; Hofer, even if students Ann For Renninger situational interest emerging individual consider As she attention material, is drawn interest and higher achievement attracted to personal leads to when a subject or of the activity, situational positive deeper & feel Berndorf, competent, they may develop success. Suzanne Hidi a four-phase triggered Ontario of interest S situational interest Julia, waits of the model interest S well-developed a graduating nervously (situational the interest maintained in university office, to Studies in Education an S described flipping article by Hidi through about a a man and who Images/Alamy are Keith two AND of the EXCITEMENT most important Students factors interest in education. in and excitement about what they are Ren-ninger magazine, Stock Brofsky/UpperCut in interest dentists trigger) for development. individual senior in Institute Phot INTEREST emo-tional processing, Hidi, students with positive more activity, as lan-guages, more and (Ainley, increase such have in learning, state of the Students aspects Both persistence And interests subjects and and aspects or films. information attention. greater enjoy music, more short-lived students to trait long-lasting or to sports, textsgreater then not initially and describe (2006). her are are situationalthe more to as new interests 2003). experience (2011) example, the Pintrich, attracted seek the from are such general keep material, of they and learning the 2010; as Toronto to in be activities Situational catch related responses interests learning schooling. to or and interests tendency mathematics, in materials (individual) or individual enduring or interests attitudes so Personal as an history, text, of interestspersonal again. learning left his CHAPTER engineering the job dentists finish reading and, over advisor the to Four years In more Julia early as Catching to Julia Holding set by For puzzles caught were to learned as The more captains students snacks, with got and support to name others, Durik learning name but role of & for interest Hidi, who with are the other math be complexity cautions could more Henson, as favourite working also older can adoles-cents, using colourful interest in interested was chal-lenged, their project math-ematics, students, more students & Templin, students were problems. by the that math with useful as long to group initial For and found novelty, interest low did that they with learning personally interests activities which a and activities solving in with (Pintrich, (1996) Challenge, interested. be responding in by stu-dents groups, laboratory catching each situational but the Lepper math to interest galley of interesting, (Sylvia, in in friends. that lessons con-tent will teach maintaining math and students already you included participating for curios-ity feelings, computers, (imaginary) concluded positive academic students space a study helpful were how can In engaged her content exercise their and 2011). was students materials cope expert, (2007) pictures by showing complex an the stay to connect classes, time through after of positive to using Cordova stock Julia of tailor hold that a computer ships, more by the and participation navigate members Harackiewicz not There their the with during to crew (Renninger and effectively facts and rolefeelings cycle to also over fantasy. big knowledge helps mathematics active is ships, all the materials holding star assuming interest addition math of and of interest her interest). more helped that difficult but interest a the triggering found secondary students problems source catch it given be on (1993) in the will only Mitchell held real-life Another not But more notes, with interest. possible, it rely is to interest that related projects. to Mathew students enduring interests. ministry, have challenge Lessons students will build and takes be triggered added emerged, Whenever individual provincial example, hold. to and to to interest). play As Julia called meets handles may followed interest Interests. your the personal continued You Here, 2003). Curiosity LEARNING returns individual she interest is and and individual emotions a facilitator. she She library, as IN place (emerging enduring model, reading. becoming enduring option Situational her maintained). the a facilitator four-phase curiosity. her and interests. interest. this started knowledge as When marks visits (well-developed, and about job she interest career MOTIVATION resolution. so internet, this her firm feelings, students mainly enjoying of and the about fun, more positive curiosity, not is conflict article, (situational searches a law legal the appointment stages when in reading information for learned and is weeks, pleasure, feelings, still her cases the a facilitator is next later, excitement, she become she after get arbitration as to chair, 12 effective. believe In they can see in the 2009). interests, as you can Point/Counterpoint. Curiosity: In the Novelty 1960s, novelty, must explore the a as case major that model world of the wide of to that individuals (Berlyne, learn 16 about basic should it 1966). are 1969). motivations, developing naturally Exploration (Bowlby, human target the George on know Klahr (2012) They defined are related. of areas described we raise a topic. and curiosity range interest as to the one and a emerge need suggested complexity More and an motivated probably recently, Flum exploratory Reiss and to is innate; (2004) Kaplan orientation seek infants listed (2006) in made students as goal. in focused and schools Interest about Complexity psychologists surprise, curiosity and For and in answer situational desire for that reached curiosity the call to as the our that into that as a tendency Renningers to (2009) individual help be inter-ested four-phase interests us organize long-term adult information But what conclusion threshold to section, develop defined our individual begin to knowledge interests, curi-osity necessary. suggests These curiosity. similar be questions are (1994) a According previous interests knowledge. we can 2003). curiosity exploration Lowenstein a gap in Curiosity (Pintrich, about of desired curiosity gaps about arises cause children? scientific uncertainty when a sense of Jamie curiosity in Jirout in the attention is deprivationa and young environment David children. that AND TEACHING 43 438 PART 2 LEARNING AND MOTIVATION POINT/COUNTERPOINT Does Making Learning Fun Make for Good Learning? When many fun. But beginning is it teachers necessary for are asked learning to about be how to motivate students, they often mention making learning fun?. Teachers should searched for Google, there shows POINT that passages example, students spent more time and felt in had her grade and sang countries. a get assigned had cooperative all to also supervision about reading on fun are that phrase itself set in the in the them post that office, their the knowing for an deliver who she had without cognitive the scientific school. and zip everyone in the stamps and set improves (Dolezal, school Pressley, The the & Vincent, exploratory prefers. the more of teaching. in can and stimulate a topic, the is students the to and to do then result. not curious the process emotional understand details the logic at of may of the have explana-tions the text. way to help it 100). 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